The Effectiveness of Instruction on Lumbar Spine Thrust Joint Manipulation Task Performance.
Introduction: Uncertainty exists regarding the best method for teaching thrust joint manipulation (TJM) to student physical therapists. The purpose of this study was to compare the effectiveness of Peyton's 4-step (P4) approach with the "see one, do one" (S1D1) approach for teaching students to perf...
| Publicado en: | Journal of Physical Therapy Education (Lippincott Williams & Wilkins) Vol. 38; no. 3; pp. 212 - 221 |
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| Autores principales: | , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Sep2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=179651668&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179651668 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08991855 LETN jtl: Journal of Physical Therapy Education (Lippincott Williams & Wilkins) issn: 08991855 maglogo: N pubinfo: dt: Sep2024 vid: 38 iid: 3 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 179651668 179651668 179651668 10.1097/JTE.0000000000000321 179651668 ppf: 212 ppct: 9 formats: tig: atl: The Effectiveness of Instruction on Lumbar Spine Thrust Joint Manipulation Task Performance. aug: au: Manton, Cory Conley, Quincy Cleland, Joshua A. Puentedura, Emilio J. affil: Assistant professor in the Doctor of Physical Therapy Program, and director in the Orthopedic Physical Therapy Residency Program at the Arizona School of Health Sciences at the A.T. Still University, 5850 E. Still Circle, Mesa, AZ 85206 sug: subj: Lumbar Vertebrae Pathology Manual Therapy Education Academic Medical Centers Student Attitudes Evaluation Health Beliefs Evaluation Students, Physical Therapy Psychosocial Factors Motivation Learning Education, Physical Therapy Task Performance and Analysis Outcomes of Education Human Adult Male Female Comparative Studies Quasi-Experimental Studies Convenience Sample Data Analysis Software Clinical Assessment Tools Confidence Intervals Pretest-Posttest Design Student Knowledge Evaluation Funding Source Low Back Pain Therapy Pain Management Education Randomized Controlled Trials Random Assignment Southwestern United States Summated Rating Scaling Questionnaires Intraclass Correlation Coefficient Unpaired T-Tests Post Hoc Analysis Adult: 19-44 years Male Female ab: Introduction: Uncertainty exists regarding the best method for teaching thrust joint manipulation (TJM) to student physical therapists. The purpose of this study was to compare the effectiveness of Peyton's 4-step (P4) approach with the "see one, do one" (S1D1) approach for teaching students to perform a lumbar spine TJM task in an academic setting. Secondary objectives were to compare the effects of each instructional approach on students' attitudes and beliefs toward spinal TJM and on their motivation to learn to perform lumbar spine TJM. Review of literature: The S1D1 approach is used in the health care professions for teaching clinical tasks to students. It is unclear whether the P4 approach may better prepare students to practice TJM. Subjects: Student physical therapists. Methods: Using a factorial quasi-experimental design, an equal number of students were assigned to a P4 or S1D1 instruction group for the TJM task. Students' performance accuracy, time, and outcome performing TJM in an academic setting were measured. Paper surveys were used to collect data about students' attitudes and beliefs toward spinal TJM and their motivation to learn TJM. A generalized estimating equations approach was used for data analysis. Results: Fifty-eight students (29 per group) completed the study. There was an interaction between the instruction group and time on task performance accuracy favoring the P4 approach (P = .03). There was no interaction between the instruction group and task performance time, task performance outcome, attitudes and beliefs toward spinal TJM, or motivation to learn TJM (all P > .19). Discussion and conclusion: The P4 approach more effectively improved student accuracy when performing the TJM task in an academic setting than the S1D1 approach. However, no differences between instruction were found for performance time or outcome. Students reported a favorable perception of learning lumbar spine TJM. These preliminary results suggest that instructors may use the P4 approach to improve students' TJM procedural knowledge before task practice. However, limitations of the study may affect the internal validity and generalizability of results. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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